Conceptions of Effective Mathematics Teaching within a Cultural Context: Perspectives of Teachers from China and the United States

Autor/inn/en	Cai, Jinfa; Wang, Tao
Titel	Conceptions of Effective Mathematics Teaching within a Cultural Context: Perspectives of Teachers from China and the United States
Quelle	In: Journal of Mathematics Teacher Education, 13 (2010) 3, S.265-287 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-009-9132-1
Schlagwörter	Teacher Effectiveness; Textbooks; Student Participation; Humor; Memorization; Foreign Countries; Abstract Reasoning; Cultural Context; Teacher Attitudes; Mathematics Instruction; Cultural Influences; Cross Cultural Studies; Beliefs; Instructional Effectiveness; Mathematical Logic; Classroom Techniques; Pedagogical Content Knowledge; Comprehension; China; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Textbook; Text book; Schulbuch; Lehrbuch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Humoristische Darstellung; Gedächtnistraining; Ausland; Abstraktes Denken; Denken; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Cultural influence; Kultureinfluss; Cultural comparison; Kulturvergleich; Belief; Glaube; Mathematical logics; Mathematische Logik; Klassenführung; Pädagogische Kompetenz; Verstehen; Verständnis; USA
Abstract	This study investigates Chinese and U.S. teachers' cultural beliefs concerning effective mathematics teaching from the teachers' perspectives. Although sharing some common beliefs, the two groups of teachers think differently about both mathematics understanding and the features of effective teaching. The sample of U.S. teachers put more emphasis on student understanding "with" concrete examples, and the sample of Chinese teachers put more emphasis on abstract reasoning "after" using concrete examples. The U.S. teachers highlight a teacher's abilities to facilitate student participation, manage the classroom and have a sense of humor, while the Chinese teachers emphasize a teacher's solid mathematics knowledge and careful study of textbooks. Both groups of teachers agree that memorization and understanding cannot be separated. However, for the U.S. teachers, memorization comes after understanding, but for Chinese teachers, memorization can come before understanding. These differences of teachers' beliefs are discussed in a cultural context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10